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CONNECTICUT STATE DEPARTMENT OF EDUCATION
Bureau of Special Education
18th Annual Back to School Session
September 15, 2021
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Back to School 2021!
•Recorded Sessions
https://ctserc.org/bts21
NEAT Marketplace
SPP/APR Overview
Stipend Themes and Recognition
Community of Practice Schedule
•Commissioner Welcome
•Bureau of Special Education Update
•Recovery Julie Weatherly
http://ctserc.net/bts21
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Bureau of Special Education
Mission
•Engage in collaborative efforts to ensure students
with disabilities receive FAPE in the LRE to
prepare them for college or training,
employment, independent living and community
participation.
•Provide leadership, guidance, support and
resources to assist educators in meeting state and
federal special education requirements in an
effort to improve educational outcomes for
students with exceptionalities.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Congratulations!
CONNECTICUT STATE DEPARTMENT OF EDUCATION
•ACES: Eric Protulis
•eprotulis@aces.org
•CES: Michael McGrath
•mcgrathm@ces.k12.ct.us
•CREC: Heather Tartaglia
•htartaglia@crec.org
•EASTCONN: Amy Margelony
•amargelony@eastconn.org
•EdAdvance: Jody Minotti
•minotti@edadvance.org
•LEARN: Bridgette Gordon Hickey
•bghickey@learn.k12.ct.us
•LEARN: Sarah Moon
•smoon@learn.k12.ct.us
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Partners in Programs for
Families and Schools
Parent, Youth and Staff Training
Special Education Advisory Councils
Develop Parent and Youth Leaders
Dual Capacity Online Workshops
CPAC SERVICES ARE FREE TO FAMILIES AND SCHOOLS
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
AFCAMP
•Executive Director: Ann Smith
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
ConnCASE
•Executive Director: Dave Scata
•Association Executive: Allyson Deckman
•President: Kathie Gabrielson
•President Elect: Aimee Turner
•Past President: Joe Lucibello
•Secretary: Nicole Reichardt
CONNECTICUT STATE DEPARTMENT OF EDUCATION
State Advisory Council for Special
Education
•CT State Advisory Council for Special Education
Chair: Tammy Raccio
•Vice Chair: Jennifer Lussier
Executive Committee:
Nachi Bhatt (DCF)
Catherine Summ (BSE)
Bryan Klimkiewicz (SDE) (non voting)
Sean Cronin (SDE) (non voting)
Jolie Medina(SDE) (non voting)
CT Secondary Transition
Community of Practice (CoP)
Youth Advisory Board (YAB)
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Youth Advisory Board Purpose
What is the
YAB?
The YAB provides a place for students and youth with disabilities ages 14 to 26 to have their
voices heard by the people who plan for students and provide them support.
What is the
purpose of
the YAB?
The YAB works to improve services and ensure that services and supports provided are truly
meeting the needs of youth with disabilities as they transition from school to adult life.
What are the
benefits to
YAB
members?
Participation in YAB activities builds personal advocacy and leadership skills, provides a
forum for students to network with each other and professionals in the field, and is a great
activity for resumes and portfolios.
When does
the YAB
meet?
Several times throughout the year via phone or web-based conference calls to plan activities
for the year and discuss current trends in secondary transition. Attendance is not
mandatory, as YAB members can participate in a variety of ways including review of
documents and offering opinions via email and social media.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
YAB Student Voice & Youth Leadership
Committees CT CoP CORE Team, CT Transition Task Force (TTF), CT Secondary Transition Symposium
Planning Committee, CT State Advisory Council on Special Education (SAC)
National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Youth
Engagement Transition Initiative (YETI) -a national engagement and leadership advisory
group
Presentations CT’s Annual Secondary Transition Symposium, YETI, Navigating Excellence-Parent Center
Assistance & Collaboration Team (NEPACT)/SPAN Parent Advocacy Network Conference
YAB Activities Newsletter, Virtual Youth Chat Series, Videos/Presentations (Resilience, Supporting Young
Adults in College, Adulting 101), Virtual Classes (Food Safety & Healthy Choices), Podcast
Series – “YAB GAB”
For more
information
Contact Michael Scanlon at mscanlon@cpacinc.org or Ally Kernan at akernan@cpacinc.org;
call 860-739-3089; or visit the YAB Facebook page.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
Special Education Youth Advisory Council
Youth Advisory Council Purpose
Invest in a structure in which students with disabilities can share their
experiences and increase their capacity to make informed decisions
regarding their educational programming;
Support
Increase public awareness about the valuable role that student voice and
increased student independence can play in the lives of students,
families, and communities; and
Increase
Inform the Bureau of Special Education on issues that are important to
special education students.
Inform
As participants,
students will:
•Participate in a focus group to
share their school experience
(November-January)
•Receive two leadership trainings
(February-April)
•Attend the Annual Youth
Leadership Summit
(May)
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
Mediators
•Christine Barrington
•Kirsten Dovenberg
•Cynthia Gilchrest
•Ann Paul
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
Hearing Officers
•Ann Bird
•Susan Dixon
•Sylvia Ho
•Janis Jerman
•Patrick Kennedy
•Kelly Moyher
•Melinda Powell
•Raymond Rigat
•Jane Ford Shaw
CONNECTICUT STATE DEPARTMENT OF EDUCATION
APSEP Standards/Approval
Cathy Danielcuzk Adelbrook –The Learning Center Manchester
Ed Orszulak Futures
Geri Durnin St. Vincent’s School for Special Needs
Gwen Killheffer Solterra Academy
Jeffrey Drew Whitney Hall School
Jennifer Johnson B.E.S.T. Academy
Jocelyn Poglitsch Adelbrook –The Learning Center of Cromwell
Katie Cyr Aspire Living and Learning
CONNECTICUT STATE DEPARTMENT OF EDUCATION
APSEP Standards/Approval
Linda Zunda Elizabeth Ives School
Lisa Riggi Aspire Living and Learning
Mark Hedrick Oak Hill School
Pamela Potemri Connecticut Coastal Academy
Paul LoVoi Gengras Center
Sean Kursawe Grove School
Sharon Butcher Waterford Country School
Sharon Murphy Devereux Glenholme School
Shawn Cyr Natchaug Hospital Schools
Tina Mannarino River Run Academy at Susan Wayne
Center
CONNECTICUT STATE DEPARTMENT OF EDUCATION
APSEP Standards/Approval
Aimee Turner Wallingford
Beth Giller Coventry
Dawn Davis Portland
Donnah Swaby New Britain Consolidated
Judy Benson Clarke Scotland
Katherine Matz New Fairfield
Kim Davis East Lyme
Laura Klimaszewski Torrington
Laura Olson New Milford
CONNECTICUT STATE DEPARTMENT OF EDUCATION
APSEP Standards/Approval
Lauren Lukasz Bridgeport
Lavi Ben-Zvi Norwalk
Liz Battaglia Madison
Mary Edo Orange
Meghan Osowiecki Stamford
Pauline Smith Retired Public School Director
Sarah Kelly New Fairfield
Stacey Heiligenthaler Norwalk
Yvette Goorevitch Retired Public School Director
CONNECTICUT STATE DEPARTMENT OF EDUCATION
CSDE COVID-19
Special Education Recovery Stipend
2021
ESSER II State Set Aside
Special Education
Recovery ($13M)
•Delayed,
interrupted,
suspended or
inaccessible IEP
services/supports
•$30K/40K/80K/120
Stipend
•25K priority bonus
Special Education
Tutoring ($2M)
•Primary Disability
Category
(SLD/Dyslexia)
•3092 Students
•$650/student
Special Education
Evaluations ($1M)
•Regional Evaluation
Teams
•3yr Re-evaluations
DDS High Needs
($275K)
•In-home support
(“high needs
students”)
•Support to access
LEA remote
instruction
eGMS Survey DDS
Helpline
RESC
Alliance
Evaluations
Cohort 1: 9/27 to 12/6
•Oxford, Andover, Plainfield, Killingly,
Danbury, New Fairfield, Bridgeport,
East Windsor, Granby, Windsor,
Suffield, Farmington
Cohort 2: 12/6 to 2/21
• TBD
Cohort 3: 2/21 to 5/9
•TBD
Cohort 4: Summer
•TBD
DDS High
Needs
Student
Remote
Support
•CRITERIA
–Student is a DDS client (case manager) or has
accessed the DDS Help Line (no case manager).
–Student is receiving remote instruction (in their
home).
–DDS will need documentation/verification that
the district is providing remote instruction.
–A responsible adult will need to be in the home
while the services are taking place
•ACCESS
–contact the student assigned DDS Case Manager
or
–Contact the DDS Helpline staff in their region.
•PAYMENT STRUCTURE
–Families will submit timesheets weekly
–BSP staff receive the funds to pay their staff.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Acknowledgements
•All eligible LEAs IDEA Part B subgrantee
flowthrough grants were approved!
•All LEA’s met both the Compliance and
Eligibility Standards for Maintenance of Effort
(MOE)!
ARP - IDEA
•ARP with IDEA Part B Sections 611/619 Federal Formula
611 –$27,238,088 -100% flow through to LEAs
619 –$2,495,071 -99% flow through to LEAs
•Referred to as FY22 IDEA Part B application –are approved for FY22 APRT
IDEA Part B supplemental funds
•Training on 9/29/21 Registration: https://serc.info/0929arpwebinar
•LEA Allocations are in eGMS! “Start Application” Complete Application by
11/15/21
•Covers 7/1/21-6/30/23 –under obligation of IDEA Part B
To track and monitor the separate grants, the BSE requires the LEAs to
demonstrate substantial approval through the electronic grant management
system (eGMS) with clarified goals and activities that align with separate
budget(s) for the FY22 ARP with IDEA Part B flow through grant process.
FACT SHEET: Section 2014 of the American Rescue Plan Act of 2021 and the
Individuals with Disabilities Education Act (PDF)
Special Education Funding Summit
11/3 & 11/4
Building Capacity and Establishing Sustainable Supports Summit
–Two ½ day sessions that will bring together District Teams
–With guided support LEA Teams will examine:
•Current LEA Goals –Ensure alignment with Gen Ed.
•How to braid sources and match to needs
•Build a functional plan with a management timeline
•Discuss how to avoid common mistakes of one time/supplemental
funding.
–The District Team Takeaways:
•A plan that establishes a structured way to expend resources
–Ideas for sustained support opportunities for learning
–Strategies for recovery and improved outcomes
Register here: https://22-69-036.eventbrite.com
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Purpose and Value-Add of CT-SEDS
•Provide one statewide, web-based special education IEP and data
management system at no cost to school districts.
•Support the development of IEPs that are compliant and of high quality.
•Access to student and aggregate reports for multiple users including
teachers, parents, district personnel and CSDE.
•Consolidate the timely and accurate collection and reporting of data.
•Reduce local data reporting and paperwork burdens.
•Provide a document repository that facilitates timely record transfers.
•Ensure differentiated secure access to student data and parent portal.
37
Purpose and Value
CONNECTICUT STATE DEPARTMENT OF EDUCATION
LEA Advisory
•Barbara McLean (New Hartford),
•Nicole Reichardt (Naugatuck),
•Scott Sugarman (Plainfield),
•Shamim Patwa (Mansfield),
•Marilena Gulioso (Newington),
•Deb Peterson (Newtown),
•Kristie Laporte (Ellington),
•Dana Corriveau (Region 10),
•Jason Sconziano (Guilford),
•Kim Pearce (Clinton)
•Kathie Gabrielson (Stafford)
•Eric Protulis (ACES),
•Josh Martin (East Haddam),
•Jeff Forman (IE Academy),
•Chris Champlin (Griswold);
•Kim Culkin (Bristol),
•Typhanie Jackson (New Haven),
•Liz Hannaway (Ridgefield);
•Seamus Cullinan (Winchester),
•Charles Cicarella (Branford),
•Bill Tesbir (New Caanan),
•Joe Lucibello (West Haven),
•S Jackopsic (Union),
•Nancy Forsberg (Simsbury)
•Christine Sipala (Bethel)
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
LEA Data Manager Advisory
•Deborah Dupuis –Columbia
•Catherine Slater –Groton
•Donna Patchen –Norwalk
•Heidi Clifford – Putnam
•Amy Ofiero –Stamford
•Nicole Mannetti – Watertown
•Leigh Patterson –RSD #4
•Allison Pugni – Greenwich
•Dawn Cook – Manchester
•Karen Dube – Plainville
•Dawn Anderson – Shelton
•Dunia Rodrigues – Waterbury
•Frances Shahen – Wolcott
•Elizabeth Carlson – RSD #6
www.rescalliance.org
Recommended Steps for Strategic Use of the
CT IEP Quality Training Series
2021-2022
•Who Should be Prioritized?
•District Core Team:
–Instructional Leaders (special
education
AND
general education)
–General Education Administrators
–Special Education
Supervisors/Coordinators
–Select Special Education Teachers
–Select Related Services Staff
•What are next steps?
–Determine your priority staff to
participate in the IEP Quality
sessions that begin January 2022
through the end of the school year
and share registration link with
these individuals.
–Selected staff participate in IEP
Quality Training series
–District team develops a strategic
plan (multi-year) to address areas of
focus
IEP Quality Training
www.rescalliance.org
Strategic Planning Around Development of
Quality IEPs:
A method by which a community continuously creates a system to
serve an extraordinary purpose.
Planning questions a District Core Team may want to review
after participating in the CT IEP Quality Training Series:
–Where do we want to be?
–Where are we now?
–Where will we be if we did nothing?
–What do we need to do to close this gap?
–How will we know if we have closed the gap?
IEP Quality Training
www.rescalliance.org
How will general education staff be
involved/what role does general education have
in this process?
Considerations for the role of general education staff in the
development of quality IEPs:
Aligning practices
Shared responsibility/accountability
Data for Progress Monitoring
IEP Quality Training
CONNECTICUT STATE DEPARTMENT OF EDUCATION
General Monitoring and Support
•Complaints
•SEDAC Review
•LMIIP
•Special Education Recovery Survey
•SPP/APR Determinations
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Due Process Update- Complaints
•93 Complaints Submitted
–28 Complaints were resolved with Corrective Action
–23 Complaints were resolved without Corrective
Action
•15 Complaints were dismissed-a complaint must allege a
potential violation of either state or federal special
education law and provide facts that support the claim.
If it does not, then the complaint is dismissed
•24 Complaints were withdrawn
•2 Complaints are Pending Due Process –Specifically
mediation
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Top 6 Issues (Complaints)
•Denial of FAPE-Every student with a disability eligible under the IDEA and
Section 504 is entitled to FAPE. The IDEA defines FAPE as special education
and related services that:
–Are provided at public expense, under public supervision and direction, and
without charge;
–Meet the standards of the state educational agency
–Include an appropriate preschool, elementary school, or secondary school
education in the State involved; and
–Are provided in conformity with an individualized education program (IEP)
that meets the requirements of 34 CFR 300.320 through 34 CFR 300.324.
•Failure to implement/ Provision of services during COVID
•IEEs
•Child Find
•Accommodations
•Failing to mail IEPs to Parents in a timely manner
CONNECTICUT STATE DEPARTMENT OF EDUCATION
SEDAC
SEDAC
Total Number of Students = 530 (31 districts)
Total Number of Issues = 871
Issue Number
Late Annual Review 219
Late 3-year Reevaluation (“triennial”) 366
Primary Disability as DD past Age 6 15
Secondary Transition - Student not invited 90
Secondary Transition -Goals and Objectives 92
Secondary Transition -Outside Agency Invited 89
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Learning Model IEP Implementation
Plan (LMIIP)
•LMIIP (Reopening 2020-2021)
•2020-21 (LMIIP Sample Review Process)
•Further Guidance Discussions
LEA Annual Performance Report
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
•State education agencies must assess each school district’s
implementation of the IDEA annually against the same measures and
targets established in the SPP/APR.
•Each school district receives an annual report (LEA APR) and one of
four determinations regarding its efforts to implement the IDEA
–Meets Requirements
–Needs Assistance
–Needs Intervention
–Needs Substantial Intervention
School District Annual Performance Reports
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
Connecticut’s Part B
State Performance Plan/
Annual Performance Report
What is the SPP/APR?
•The SPP is a six-year plan that describes the state’s efforts to
implement the requirements of IDEA and improve
implementation statewide. The APR is an annual report on the
state’s performance across 17 indicators including the State
Systemic Improvement Plan (SSIP).
•Individuals with Disabilities Education Act (IDEA) Part B (school
age 3-21) requirement 34 C.F.R. Section 300.601.
•Data for each indicator are reported annually to the federal
Office of Special Education Programs (OSEP) on February 1st of
each year.
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
What is the SPP/APR?
•Each indicator has annual targets along with improvement strategies
the state engages in to improve compliance and student outcomes.
•The indicators are either Compliance-based, or Results-based.
–Compliance targets are set in regulation as either 100% or 0%.
–Results targets are set by each state and must:
•be rigorous yet achievable;
•show improvement over baseline data; and
•be determined using the input of a diverse group of
stakeholders.
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
SPP/APR Next Steps
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
In the FFY 2020 SPP/APR, states must establish a six-year plan that describes the state’s efforts to
implement the requirements of IDEA and improve implementation statewide.
•FFY 2020 = 2020-21 school year data reported in Feb. 2022
•FFY 2021 = 2021-22 school year data reported in Feb. 2023
•FFY 2022= 2022-23 school year data reported in Feb. 2024
•FFY 2023 = 2023-24 school year data reported in Feb. 2025
•FFY 2024 = 2024-25 school year data reported in Feb. 2026
•FFY 2025 = 2025-26 school year data reported in Feb. 2027
The FFY 2020 SPP/APR must include both Annual Targets and Improvement Strategies for each
indicator, that will support both districts and the state to reach the targets that were established
with stakeholder input.
SPP/APR Stakeholder Process
•September through February (and beyond)
–Indicator Target Setting
–Improvement Strategies
–Data Analysis
–Evaluating Progress of our plan
•Representative Group
•Capacity Building
•The CSDE will be also be providing regular
updates of this process to our stakeholders and
the public
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
The SPP/APR Indicators
Compliance
4b. Suspension/Expulsion by Race/Ethnicity
9. Disproportionate Representation
10. Disproportionate Representation
(Disability Category)
11. Child Find -Evaluation Timeline
12. Early Childhood Transition
13. Secondary Transition
Results
1. Graduation
2. Drop Out
3. Statewide Assessments
4a. Suspension/Expulsion Rate
5. School age Education Environments (LRE)
6. Preschool Environments
7. Preschool Outcomes
8. Parent Involvement
14. Post-School Outcomes
15. Resolution Sessions
16. Mediation Agreements
17. State Systemic Improvement Plan (SSIP)
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
What is changing?
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
Ind. 1 & 2 –Graduation/Dropout Rates
Old = 4-yr Cohort Rate (aligned with CT Public Reporting & Next Gen. Accountability
New = Annual Exit Data as reported in PSIS
Ind. 3 –Assessment Data
Old = Participation & Proficiency by Subject; all assessments combined (standard + alt.)
New = Report for grades 4, 8, & 11 only. Proficiency reported by subject for standard
and alternate assessments separately. New “Gap Measure” –gap in the proficiency
rates on standard assessments for SWD compared to All Students.
Ind. 5 & 6 –Education Environments (Placement)
Old = LRE for students ages 6-21 (ind. 5) and children ages 3-5 (ind. 6)
New = Ind 5: ages 6-21 & 5-year-olds in K; Ind 6: ages 3 & 4, plus 5-year-olds in
Preschool; new breakout for ind. 6 –children “receiving services in the home”
(decreasing targets).
Data Collection Reminders
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
SEDAC –Will have 2 data collections:
•Oct. 1 Child Count (system opens 11/5/21; timely = 12/5/21; accurate =
12/20/21; freeze 1/31/2022)
•Last Day of School (for initial population of minimal data to start a
special education student record in CT-SEDS). More information will be
shared soon.
•Districts should begin to organize IEP & associated documents for upload
into CT-SEDS (guidance has been shared on steps to prepare for 7/2022
batch upload).
Data Collection Reminder
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
Evaluation Timelines –Several steps to consider:
•2020-21: close out remaining referrals asap; certify by 11/15/2021
•2021-22: NEW –Monthly reporting is required for all Birth to Three
Referrals due to new communication requirements for LEAs and OEC
(P.A. 21-46). CSDE is recommending monthly uploads of all new referrals
into ETC. This will ensure the most accurate data in SEDAC & PSIS for the
launch of CT-SEDS.
–All referrals with signed consent to evaluate received on or before
6/30/22 will be reported and certified in the ETC system.
–All referrals with signed consent to evaluate received on or after
7/01/22 will be reported in CT-SEDS.
Data Collection Reminders
ECO –UPDATE: The ECO data collection will continue past the launch of CT-SEDS. Connecticut
will be working with the OEC to expand the CT DOTS for use as the state’s Ind. 7 Early
Childhood Outcomes assessment instrument. We will continue with the current
instrument and ECO Data Collection until the new state instrument is complete.
Accommodations & Designated Supports –
2021-2022 –Continue current practices
2022-2023 –This will be a “hybrid” reporting year.
–Districts should ensure all spring 2022 PPTs and 504 meetings address the statewide
assessment accommodation and modification needs of students for the 2022-2023
assessment window.
–Download all spring 2022 Accommodation/Designated Supports data from your
current vendor system no later than 6/30/2022. This file will be uploaded to the test
vendor, as with past practice.
–Summer/Fall 2022 PPTs and 504 meetings -Accommodation/Designated Supports
data will be reported through CT-SEDS and provided to the state test vendor. More
details to come on how this file will be uploaded.
–NOTE: Accommodation/Designated Supports data for English Learners and general
education students will continue to be uploaded by the district to the test vendor as
with past practice for the 2022-2023 assessment window.
2023-2024 –All statewide assessment accommodation and modification reporting from CT-
SEDS.
Special Education K-12 Prevalence
Data
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
Special Education K-12 Prevalence
Data
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
Early Childhood Outcomes (ECO)
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Planning to switch to the CT
Documentation & Observation
for Teaching System (CT-DOTS)
from the Brigance for APR
Indicator 7
(Planned for 23-24 SY)
No changes currently --- Just an FYI
Portal/Data Entry Questions—Ada Kovaci-Kume
Program Questions—Andrea Brinnel
Early Intervention Over 3
(EIS Over 3)
•Children currently in B23 with birthdays on
after May 20th, 2022, and the start of school
•Parent choice: Remain in Part C until the
beginning of school or implement the IEP
• Guidance and training available on the Early
Childhood Special Education web page
CONNECTICUT STATE DEPARTMENT OF EDUCATION
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
Developmental and Social-Emotional Delay Screenings
•A new law requires that within two months after a
child is determined to be ineligible for preschool
programs under the federal Individuals with Disabilities
Education Act, the child and his or her family be
referred to a mobile application designated by the OEC
commissioner for continued screening for
developmental and social-emotional delays in
partnership with the child’s school district
(PA 21-46, § 27, effective July 1, 2021).
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
•Birth-to-Three Coordinator Disciplinary Protections
Existing law prohibits local or regional boards of
education from disciplining, suspending, terminating, or
otherwise punishing any planning and placement team
(PPT) member employed by the board who discusses or
makes recommendations about special education and
related services for a child during a PPT meeting. A new
law extends this protection to Birth-to-Three service
coordinators or qualified personnel concerning PPT
meetings or transition plans (PA 21-46, § 26, effective July
1, 2021).
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
1. requires that each recommendation made in a child’s or pupil’s
Birth-to-Three individualized transition plan be addressed by the
PPT at any meeting at which an educational program for the child
or pupil is developed;
2. allows the child’s or pupil’s Birth-to-Three service coordinator, if
any, to attend and participate in any part of the meeting at which
the child’s or pupil’s educational program is developed, reviewed,
or revised;
3. expands the information that the responsible local or regional
board of education must give the parent, guardian, surrogate
parent, or pupil at each initial PPT; and
4. requires each local or regional board of education to monitor the
developmental delay of certain children (PA 21-46, § 25), effective
July 1, 2021)
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
Transition Services in Special Education
•A new law requires PPTs for special education
students to write transition services into all
14-year olds’ individualized education
programs and update them annually. Prior law
required this beginning at age 14 only for
students with autism spectrum disorder
(PA 21-144,§1, effective July 1, 2021).
CONNECTICUT STATE DEPARTMENT OF EDUCATION
IDEA Eligibility Update
July 10, 2020: Judge Haight, U.S. District Court, District of Connecticut, filed the Permanent Injunction
Judgement and Order in A.R. v. CT State Board of Education (CSBE); the State filed an appeal with the Second
Circuit Court of Appeals.
July 8, 2021: The Second Circuit Court of Appeals affirmed the judgement of the District Court and denied the
State’s appeal.
•As a result of this court order, all students remain eligible for special education services under the IDEA
through the age of 21 (up until their 22nd birthday) or until they graduate from high school with a regular
high school diploma, whichever occurs first.
•Further information will be provided as it becomes available. Please consult with your local board counsel if
you have specific questions about the effect of this decision on your provision of special education to
students.
CSDE Guidance:
•Updated Guidance Regarding IDEA Eligibility Until Age 22 (September 4 , 2020)
•Updated Guidance Regarding IDEA Eligibility Extended Until Age 22 (July 24, 2020)
•Memorandum: IDEA Eligibility Extended Until Age 22 (June 19, 2020)
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
School Paraeducator Advisory Council
•A new law changes the School Paraprofessional
Advisory Council’s name to the School
Paraeducator Advisory Council.
•Another provision of the same law requires the
council to (1) study issues related to
paraeducator work and (2) develop paraeducator
career pathway proposals and report the study
and proposals to the Education Committee by
January 1, 2022
(PA 21-95, §§ 1213, effective July1, 2021).
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
Connecticut Remote Learning Commission
•This year’s budget implementer act requires SDE to establish a 17-
member commission to analyze and provide recommendations
about remote learning for public school students.
•By July 1, 2022, the commission must create a report about remote
learning’s impact on students’ educational attainment, physical and
emotional development, and access to special services, along with
instructional delivery quality.
•Among other requirements, it must also address the feasibility of
creating a statewide remote learning school serving grades
kindergarten to 12 (SDE must consider these findings in developing
a plan for such a school; see below)
•(PA 21-2, JSS, § 387, July 1, 2021).
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
Special Education Task Force
•The legislature established a 15-member task
force to study the provision of special
education services and funding during the
2016-17 through 2019-20 school years. The
task force must submit a report on its findings
and recommendations to the Education
Committee by January 1,2022
(PA 21-95, § 3, effective upon passage).
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
Duties for the New Reading and Literacy Center
•The legislature enacted a law that transfers various reading and
literacy duties from SDE to the new literacy center within SDE. The
new law requires the literacy center, rather than SDE, to (1) compile
a list of approved reading assessments for use by boards of
education to identify children kindergarten through grade three
who are reading below proficiency, (2) operate the reading
readiness program, and (3) develop the statewide reading plan. The
center must complete the statewide reading plan by January 1,
2023.
•Furthermore, the same law requires SDE to submit an evaluation of
the literacy center to the Education and Appropriations committees
by February 1, 2024
•(PA 21-2, JSS, §§ 398, 400, 401 & 404, effective July 1, 2022).
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
•AN ACT IMPLEMENTING THE RECOMMENDATIONS OF THE
TASK FORCE TO ANALYZE THE IMPLEMENTATION OF LAWS
GOVERNING DYSLEXIA INSTRUCTION AND TRAINING.
•K-3 Reading Assessment
•Office of Dyslexia and Reading Disabilities
•Reading Assessment Data Center
•Dyslexia Family History Questionnaire
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates-CTECS
•Public Act 21-144 AN ACT IMPLEMENTING THE RECOMMENDATIONS OF
THE DEPARTMENT OF EDUCATION. amended Connecticut state law by
removing language in subsection (c) of Conn. Gen. Stat. §10-76q that
addressed the preclusion of a student’s enrollment at a technical high
school based upon the student’s special education services and replaced it
with the following:
•Prior to a student's enrollment in a technical education and career school,
the local or regional board of education for the town in which such student
resides shall convene a planning and placement team meeting. The
purpose of such meeting shall be to address such student's transition to
such technical education and career school and ensure that such student's
individualized education program reflects the current supports and services
that such student requires in order to access a free and appropriate public
education in the least restrictive environment. A representative from such
technical education and career school shall be invited to such meeting.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Legislative Updates
Gifted and Talented Student Identification
•A new law requires boards of education to develop a
policy by July 1, 2022, for equitable identification of
gifted and talented students using multiple
identification methods that comply with SDE guidelines
•(PA 21-199, § 2, effective July 1, 2021)
•Senate Bill No. 1032 Section 2. File No. 384 For
Substitute Senate Bill No. 1032 (ct.gov)
•Dori.Papa@ct.gov
CONNECTICUT STATE DEPARTMENT OF EDUCATION
CSDE Bureau of Certification
Flexible Staffing Options:
1. Substitute Flexibilities Remain
-However, ED174 (Sub w/out BA) will need
to be processed by the Bureau
2. Para-Educator Pathways to
Temporary Authorizations remain
-Includes access to Long Term Substitute
authorizations and Durational Shortage
Area Permits (DSAPs) allowing experienced
para-educators to serve as the teacher of
record.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
CSDE Bureau of Certification
•18 SBE Approved EPPs
•40+ Different Endorsements
•CT Guide to Approved Educator
Preparation Programs
•https://portal.ct.gov/-
/media/SDE/Certification/ap_ed_
prep_prgms.pdf
•Partnering with Educator
Preparation Programs
–Next Gen
–EPP Residency Programs that
utilize the expanded Resident
Educator Certificate (REC)
CONNECTICUT STATE DEPARTMENT OF EDUCATION
CT Alternate Assessment 21-22
•Connecticut Alternate Assessments and Smarter
Balanced and NGSS resources are available on the
Connecticut Comprehensive Assessment Program
Portal: https://ct.portal.cambiumast.com/
•Connecticut Alternate Assessment Eligibility Form was
updated for the 2021-22 school year and includes drop
down menus when selecting cognitive and functional
adaptive skills assessments.
•Required, annual, online training for teachers
administering the alternate assessments will be open
this month.
CT Aspiring Special Education
Leaders
•Increase the pipeline of well-prepared special
education leaders
• Partnership with the UConn Center for Excellence in
Developmental Disability Education, Research, and
Service (UCEDD)
•Planned to begin: Winter 2021
• Program Director: Carl Gross
• Curriculum Coordinator: Ann Perzan
• Contact Andrea.Brinnel@ct.gov with any questions.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Special Education Executive
Coaching Program
•Coaches work collaboratively with their coachees to:
•Support a new or experienced administrator in the oversight of
special education matters;
•Create a plan to support the administrator through challenges
related to COVID-19;
•Build capacity for supporting accelerated and equitable learning
experiences for all students, particularly, students with
disabilities; and
•Enhance district capacity for implementing and sustaining
successful practices that are developed throughout the year by
providing training, technical assistance and resources to
identified administrators.
• Contact mglowski@casciac.org and/or Jay.Brown@ct.gov
with any questions.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
www.rescalliance.org
Communities of Practice
Ongoing:
•BCBA
•SLP
•OT
•PT
•School Psychologist
•School Social Worker
•Teacher of the Deaf /
Hard of Hearing
•Assistive Technology
New!
•Special Educators (Pre-K)
•Special Educators (Elementary)
•Special Educators (Middle School)
•Special Educators (High School)
www.rescalliance.org
CSDE Supported Regional Initiatives
Training/Support:
•Secondary Transition
–Life Course
–Customized Employment
•8 Day
•PPT Leadership Institute
•Assistive Technology
•Structured Literacy
•Early Childhood Initiatives
•Least Restrictive Environment
Targeted Projects and Initiatives:
•Evaluation Project
•SLP Technical Assistance
–smoon@learn.k12.ct.us
•Guidance Document Revisions
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Planning and Placement Team
Leadership Institute (PPTLI)
•Year-long, intensive experience, for educators who chair or will chair PPT
meetings.
•Four cohorts of educators/leaders participating in 2021-2022.
•Learning outcomes:
Facilitating effective and legally compliant PPT meetings
Developing clear and effective IEPs
Fostering positive relationships with parents
Developing leader support networks to foster the implementation of
best practices
Capstone project on researching and developing a plan to address a
needed change or enhancement in practice
•Funded by BSE and facilitated by Collaborative for Educational
Services in Massachusetts/RESC Alliance/SERC
89
DON’T FORGET! You have a subscription to
Special Ed Connection® courtesy of the
CSDE Bureau of Special Education
•Special Ed Connection® (www.specialedconnection.com) is a web-based
resource you can turn to for guidance and clarification on special education
requirements and services
•Special Ed Connection® provides you with news, updates, the latest trends and
ready-made resources that can be used for in-house professional development,
staff meetings and in-service activities
•In light of our “new normal” the editors at Special Ed Connection® have created
a roundup of resources and guidance related to COVID-19 and the return to
school. Log in and check out The return to school and COVID-19: Special Ed
Connection® content to aid in your planning at the top of the Home page
•If you don’t know your district’s login information, or you would like to schedule a
free online orientation to learn more about Special Ed Connection®, contact the
Special Ed Connection® Hotline –specialedconnection@lrp.com or dial 800-
515-4577 x6303.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
NEAT Center at Oak Hill
NEAT REPORT -Cohort C
COVID Impact:
Quickly developed to address the changing landscape of service
provision:
•Expand current use of virtual AT services
•Redesign existing AT services to be accessible in a virtual format
•Create and launch new, virtual and hybrid AT services
Conclusion:
LEAs of Cohort C have shown an increase in their knowledge and
comfort level of AT through the AT services and supports delivered
through the partnership between NEAT and the BSE/CSDE.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
NEAT Center at Oak Hill
The NEAT Center, in partnership with the BSE continues to offer -at
no cost to the LEA, AT Services through several formats for all IDEA
Part B eligible LEAs throughout the State.
Cohort C: Neat Membership at no cost to the LEA through 6/30/22
(paid by the BSE) and allows for LEAs to access all aspects of
membership to NEAT such as AT webinars, AT resources on-line,
and the NEAT Lending Library -“try before you buy”.
Cohort B: Neat Membership with extended subscription to include
AT Evaluations, AT Consultation & Specialized professional
development and capacity building related to AT / Ed Tech needs for
the LEA –at no cost to the LEA through 9/30/22 (paid by the BSE).
Cohort A: Neat Membership at no cost to the LEA through 6/30/22
(paid by the BSE) ending extended subscription 9/30/21.
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